Abstract/Summary

The change in the SEND Code of Practice (DfE &DoH, 2015) saw the previous designation of need Behaviour Emotional Social Difficulties (BESD) replaced with the new term Social Emotional Mental Health (SEMH). This change was across the education sector, but for the special schools designated as BESD special schools, this was particularly significant as they became SEMH special schools. This research looks at how the changes to the Code of Practice (DfE & DoH, 2015) influenced practice within these schools by using a qualitative research approach to explore the view of the Headteachers of these schools. Following on from a previous pilot study, Headteachers of eight SEMH special schools who experienced the change of designation from BESD to SEMH were interviewed to ascertain their views on how these changes influenced the schools they were leading. In addition Headteachers were asked their views on the influence they felt these changes had on pupils, parents and their staff teams as well as how the changes had influenced the wider social systems the schools operated within. The research looks at these schools within the framework of an ecological systems model (Bronfenbrenner, 1979) and how the role of special schools within this model of social understanding appears to have shifted since the change in designation. Findings indicate that significant developments arose within these schools relating to the change, particularly in relation to the introduction of the term mental health within an education construct. The development of practice in response to the change in guidance saw a change in previous practice as schools moved away from a behaviour based intervention as well as having to renegotiate interactions with multi-professional partners. The changes in practice within these special schools and a narrative exploring how they developed into new practice models are explored, offering an insight into both the leadership and extended pedagogy required to support SEMH needs within a special school context and how this can contribute to an understanding of the newly constructed model of SEMH special schools.